§Students
will understand the elements of literature (plot, conflict, perspective…etc.)
and utilize the definitions and knowledge of the elements when reading short
fiction.

B.Objective(s):

§Students
will be able to identify the definition of each stage of plot by writing it
in the notes packet.

§Students
will be able to analyze a short story (“The Elevator”) by identifying and
explaining the stages of plot in it through writing a short answer
explanation for the stages of plot defined in literature book.

C.Standard(s):

§8.3.2Evaluate the structural elements of the plot, such as
subplots, parallel episodes, and climax; the plot’s development; and the way
in which conflicts are (or are not) addressed and resolved.

II.Anticipatory
Set:

§Students will come into the classroom and pick up
a pretest. They will have 10-15 minutes to complete this test.

III.Purpose:

§Knowing the conventional progression and
development of a story is important to understanding the work as a whole and
interpreting its meaning.

Instruction:

IV.Lesson
Presentation:

1.Students
will talk to the partner in the row across from them and share a brief story.
Each person will have a minute and a half to share a story about anything
they would like to talk about.

2.After
students share story, ask general questions about the stories they shared:

oDid you story have an exposition – a beginning
where you explained what is going on around the story, who was involved and
where the event is taking place?

oDid you story have rising action – details and
information that added to what was about to happen?

oDid you story have a climax – the point where the
story reached the height of suspense before anything was resolved?

oDid you story end with falling action+/a
resolution – there where the ending was finished and the story was cleared
up?

3.Have
students raise hand and share if they know definitions of the stages of plot.

4.Pass out
Notes Packet

5.Open
books to page 26 – Diagram of stages of Plot.

6.Have
students draw their own version of a plot diagram (Rollercoaster, skateboarding
park, Basketball shot, mountain, etc…)

7.Students
will write definition of each stage in own words on sheet with personal
diagram drawing.

V.Monitor/Adjust
(Formative Assessment):

1.As a
class we will take turns reading (volunteers to read sections at a time) “The
Elevator.”

2.Teacher
will stop to ask questions that encourage and measure comprehension.

3.Ask for
what the definition is and how the literature book’s prescribed sections do
or do not fit into the definition of the stages of plot.

VI.Closure

1.Finish the
story and have some students share reactions to “The Elevator.”

VII.Summative
Assessment:

1.Students
must justify reasons for why the book is correct in labeling certain sections
as the specific stages of plot.

VIII.Extending
Learning/Application (Homework):

1.Students
will have Autobiography Project paragraphs to complete.

IX.Intervention
Instruction:

Enrichment
– Students will have to write a falling action/resolution to the short story.

ENL
– Story will be presented visually and orally for students. Vocabulary will
be discussed as a class.

Special
Needs – Students with IEP requirements for testing will be allowed extra time
on review questions if needed ; Story will be read
out loud to help for comprehension.

X.Technology
Inclusion:

1.The
projector will be used for opening procedures and diagrams/pictures of plot.